Article published In:
Applied Pragmatics
Vol. 4:1 (2022) ► pp.3362
Aijmer, K.
(2002) Modality in advanced Swedish learners’ written interlanguage. In S. Granger, J. Hung, & ‎S. Petch-Tyson (Eds.), Computer learner corpora, second language acquisition, and foreign language teaching (pp. 55–76). John Benjamins. DOI logoGoogle Scholar
Bardovi-Harlig, K.
(2001) Evaluating the empirical evidence: Grounds for instruction in pragmatics? In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 13–32). Cambridge University Press. DOI logoGoogle Scholar
Bardovi-Harlig, K., & Hartford, B. S.
(1993) Learning the rules of academic talk: A longitudinal study of pragmatic change. Studies in Second Language Acquisition, 15(3), 279–304. DOI logoGoogle Scholar
Bardovi-Harlig, K., & Salsbury, T.
(2004) The organization of turns in the disagreements of L2 learners: A longitudinal perspective. In D. Boxer & A. D. Cohen (Eds.), Studying speaking to inform second language learning (pp. 199–227). Multilingual Matters.Google Scholar
Baumgarten, N., & House, J.
(2010)  I think and I don’t know in English as lingua franca and native English discourse. Journal of Pragmatics, 42(5), 1184–1200. DOI logoGoogle Scholar
Biber, D.
(2006) Stance in spoken and written university registers. Journal of English for Academic Purposes, 5(2), 97–116. DOI logoGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E.
(1999) Longman grammar of spoken and written English. Longman.Google Scholar
Caffi, C.
(1999) On mitigation. Journal of Pragmatics, 311, 881–909. DOI logoGoogle Scholar
Cook, H. M.
(2008) Socializing identities through speech style: Learners of Japanese as a foreign language. Multilingual Matters. DOI logoGoogle Scholar
De Bot, K.
(2008) Introduction: Second language development as a dynamic process. Modern Language Journal, 92(2), 166–178. DOI logoGoogle Scholar
Dings, A.
(2014) Interactional competence and the development of alignment activity. Modern Language Journal, 98(3), 742–756. DOI logoGoogle Scholar
Dörnyei, Z.
(2005) The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.Google Scholar
Dörnyei, Z., & Ryan, S.
(2015) The psychology of the language learner revisited. Routledge. DOI logoGoogle Scholar
Du Bois, J. W.
(2007) The stance triangle. In R. Englebretson (Ed.), Stancetaking in discourse: Subjectivity, evaluation, interaction (pp. 139–182). John Benjamins. DOI logoGoogle Scholar
Fordyce, K.
(2009) A comparative study of learner corpora of spoken and written discursive language: Focusing on the use of epistemic forms by Japanese EFL learners. Hiroshima Studies in Language and Language Education, 12(1), 135–150.Google Scholar
(2014) The differential effects of explicit and implicit instruction on EFL learners’ use of epistemic stance. Applied Linguistics, 35(1), 6–28. DOI logoGoogle Scholar
Gablasova, D., & Brezina, V.
(2015) Does speaker role affect the choice of epistemic adverbials in L2 speech? Evidence from the Trinity Lancaster Corpus. Yearbook of Corpus Linguistics and Pragmatics, 117–136. DOI logoGoogle Scholar
Gablasova, D., Brezina, V., McEnery, T., & Boyd, E.
(2017) Epistemic stance in spoken L2 English: The effect of task and speaker style. Applied Linguistics, 38(5), 613–637. DOI logoGoogle Scholar
Heritage, J.
(2009) Conversation analysis as social theory. In B. S. Turner (Ed.), The new Blackwell companion to social theory (pp. 300–320). Blackwell. DOI logoGoogle Scholar
House, J., & Kasper, G.
(1981) Politeness markers in English and German. In F. Coulmas (Ed.), Conversational routine: Explorations in standardized communication situations and prepatterned speech. Mouton de Gruyter. DOI logoGoogle Scholar
Hyland, K.
(1996) “I don’t quite follow”: Making sense of a modifier. Language Awareness, 5(2), 91–109. DOI logoGoogle Scholar
(2005) Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7(2), 173–192. DOI logoGoogle Scholar
Hyland, K., & Milton, J.
(1997) Qualification and certainty in L1 and L2 students’ writing. Journal of Second Language Writing, 6(2), 183–205. DOI logoGoogle Scholar
Hyland, K., & Tse, P.
(2005) Hooking the reader: A corpus study of evaluative that in abstracts. English for Specific Purposes, 24(2), 123–139. DOI logoGoogle Scholar
Ishida, K.
(2009) Indexing stance in interaction with the Japanese desu/masu and plain forms. In N. Taguchi (Ed.), Pragmatic competence (pp. 41–67). Mouton de Gruyter.Google Scholar
Iwasaki, N.
(2010) Style shifts among Japanese learners before and after study abroad in Japan: Becoming active social agents in Japanese. Applied Linguistics, 31(1), 45–71. DOI logoGoogle Scholar
(2011) Learning L2 Japanese “politeness” and “impoliteness”: Young American men’s dilemmas during study abroad. Japanese Language and Literature, 451, 67–106.Google Scholar
Kaltenböck, G.
(2010) Pragmatic functions of parenthetical I think . In G. Kaltenböck, W. Mihatsch, & S. Schneider (Eds.), New approaches to hedging (pp. 237–266). Emerald. DOI logoGoogle Scholar
Kizu, M., Pizziconi, B., & Gyogi, E.
(2019) The particle ne in the development of interactional positioning in L2 Japanese. East Asian Pragmatics, 4(1), 113–143. DOI logoGoogle Scholar
Kizu, M., Pizziconi, B., & Iwasaki, N.
(2013) Modal markers in Japanese: A study of learners’ use before and after study abroad. Japanese Language and Literature, 471, 93–133.Google Scholar
Lakoff, G.
(1973) Hedges: A study in meaning criteria and the logic of fuzzy concepts. Journal of Philosophical Logic, 21, 458–508. DOI logoGoogle Scholar
Masuda, K.
(2011) Acquiring interactional competence in a study abroad context: Japanese language learners’ use of the interactional particle ne . Modern Language Journal, 95(4), 519–540. DOI logoGoogle Scholar
Matsumura, S.
(2003) Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics, 24(4), 465–491. DOI logoGoogle Scholar
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J.
(1985) A comprehensive grammar of the English language. Longman.Google Scholar
Salsbury, T., & Bardovi-Harlig, K.
(2000) Oppositional talk and the acquisition of modality in L2 English. In B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, & E. Tarone (Eds.), Social and cognitive factors in second language acquisition: Selected proceedings of the 1999 Second Language Research Forum (pp. 57–76). Cascadilla Press.Google Scholar
Sawyer, M.
(1992) The development of pragmatics in Japanese as a second language: The sentence-final particle ne . In G. Kasper (Ed.), Pragmatics of Japanese as a native and target language (pp. 83–125). University of Hawai’i Press.Google Scholar
Schauer, G. A.
(2006) The development of ESL learners’ pragmatic competence: A longitudinal investigation of awareness and production. Pragmatics and Language Learning, 111, 135–164.Google Scholar
(2009) Interlanguage pragmatic development: The study abroad context. Continuum.Google Scholar
Shively, R. L.
(2011) L2 pragmatic development in study abroad: A longitudinal study of Spanish service encounters. Journal of Pragmatics, 43(6), 1818–1835. DOI logoGoogle Scholar
Siegal, M.
(1996) The role of learner subjectivity in second language sociolinguistic competency: Western women learning Japanese. Applied Linguistics, 17(3), 356–382. DOI logoGoogle Scholar
Taguchi, N.
(2008) Cognition, language contact, and the development of pragmatic comprehension in a study-abroad context. Language Learning, 58(1), 33–71. DOI logoGoogle Scholar
(2011) The effect of L2 proficiency and study-abroad experience on pragmatic comprehension. Language Learning, 61(3), 904–939. DOI logoGoogle Scholar
(2014) Pragmatic socialization in an English-medium university in Japan. International Review of Applied Linguistics in Language Teaching, 52(2), 157–181. DOI logoGoogle Scholar
(2015) Developing interactional competence in a Japanese study abroad context. Multilingual Matters. DOI logoGoogle Scholar
(2018) Contexts and pragmatics learning: Findings and implications of study abroad research. Language Teaching, 51(1), 124–137. DOI logoGoogle Scholar
Taguchi, N., & Ishihara, N.
(2018) The pragmatics of English as a lingua franca: Research and pedagogy in the era of globalization. Annual Review of Applied Linguistics, 381, 80–101. DOI logoGoogle Scholar
Taguchi, N., & Roever, C.
(2017) Second language pragmatics. Oxford University Press.Google Scholar
Thomas, J.
(1983) Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91–112. DOI logoGoogle Scholar
Verspoor, M. H., de Bot, K., & Lowie, W.
Xiao-Desai, Y., & Wong, K. F.
(2017) Epistemic stance in Chinese heritage language writing – A developmental view. Chinese as a Second Language Research, 6(1), 73–102. DOI logoGoogle Scholar
Zalaltdinova, L.
(2018) “Stop doing this at once!”: The preferred use of modality for advice-giving by English language learners. Intercultural Pragmatics, 15(3), 349–372. DOI logoGoogle Scholar
Zhang, G. Q., & Sabet, P. G. P.
(2016) Elastic “I think”: Stretching over L1 and L2. Applied Linguistics, 37(3), 334–353. DOI logoGoogle Scholar